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|Other Titles:||Constructivism and Science Teaching|
National Taiwan Normal University Science Education Center
There was an increasing interest in constructivist view of science teaching and learning. It provided students a richer understanding. The understanding was being used in endeavors to recast the nature of teaching/learning interaction in science classrooms. A fundamental axiom of this view was that knowledge was constructed, not received. Knowledge survived when it was viavle in the experiential world, but it was generally abandonede when individuals recognized that it could not describe their experience. Knowledge was ccollaboratively constructed between individuals. Knowledge and understanding was constructed when individuals engaged socially in talk and activity about shared problems or tasks. Finally, educational researchers recommended a number of practices that promised to assist in improving teacher performance and emphasized what needs to be done in order to improve science pedagogy.
|Appears in Collections:||科學教育月刊|
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